1. Faramarz Kazemainy, Barjesteh, H., Nassim Golaghaei, Atefeh Nasrollahi Mouzirji (2023). Learning styles, Technology
Savviness, and Iranian EFL learners’ Vocabulary Knowledge: The Mediating Role of Learners’ Preferences and Needs during
Agile App Development: Teaching English as a second language quarterly. 

2. Hossein Isaee1*, Barjesteh, H., Atefeh Nasrollahi Mouziraji1 (2023). Screening EFL teachers’ perception on prospect1: the
case of Internal and External Evaluation: International journal of research in English education (IJREE) ISC

3. Mohammad Rahimi1, Amin Karimnia and Barjesteh, H. (2023). Cause-effect patterns in the discussion sections of articles in
language studies journals: The discourse of scientific explanation across language sub-disciplines, Southern African
Linguistics and Applied Language Studies ISI

4. Mohamad Heidarzadi, Barjesteh, H., Atefeh Nasrollahi Mouziraji (2022). Epistemological Beliefs and Writing Self-Efficacy
as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach. Frontiers in psychology ISI

5. Faramarz Kazemainy1, Barjesteh, H., Nassim Golaghaei3, Atefeh Nasrollahi Mouziraji (2022). The Impact of a CustomMade Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners. Research in English Language
 29-5 ,(1)10 ,Pedagogy

6. Mahbobeh Zaremarzoni, Alireza Homayouni, Rajabali Mohammadzadehedmollaii, Barjesteh, H., (2022). Predicting of
English language anxiety based on social learning strategy and language motivational self-system in students. Quarterly
Journal of Sociological Studies of Youth 13 (47), 121-132

7. Mohamad Heidarzadi, Barjesteh, H., Atefeh Nasrollahi Mouziraji (2022). Predictors of Writing Anxiety in English: Testing
a Model Based on Self-regulated Learning Skills and Epistemological Beliefs: Iranian Journal of English for Academic
 ,Purposes

8. Hossein Isaee1*, Hamed Barjesteh1 (2022). Book review: the art of public speaking: International journal of research in
English education (IJREE) ISC

9. Hamed Barjesteh*, Shaghayegh shirzad (2022). A Structural Model of Learners’ Epistemic Beliefs, Self-Efficacy,
Motivational Self System, and Language Learning Strategies: Does Gender Make a Difference? Journal of Studies in
51-73 (2) 11 English Teaching and Learning

10. Faramarz Kazemainy1, Hamed Barjesteh1,*, Nassim Golaghaei, Atefeh Nasrollahi Mouziraji (2022). The Impact of a
Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners. 10(1), 29-52

11. Shaghayegh Shirzad1, Hamed Barjesteh1, Mahmood Dehqan and Mahboubeh Zare1 (2022). Epistemic Beliefs and Learners’
Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model. Frontiers in Psychology
doi:10.3389/fpsyg.2022.867560

12. Mohamad Heidarzadi, Hamed Barjesteh* and Atefeh Nasrollahi Mouziraji (2022). Epistemological Beliefs and Writing Self
Efficacy as Predictors of Second Language Writing Anxiety: A Structural Equation Modeling Approach: Frontiers in
Psychology | doi: 10.3389/fpsyg.2022.850243

13. Shaghayegh Shirzad, Hamed Barjesteh*, Mahmood Dehqan and Mahboubeh Zare (2022). Epistemic Beliefs and Learners’
Self-Efficacy as Predictors of Language Learning Strategies: Toward Testing a Model. Frontiers in Psychology, doi:
10.3389/fpsyg.202 2.867560

14. Faramarz Kazemainy1, Hamed Barjesteh1,*, Nassim Golaghaei, Atefeh Nasrollahi Mouziraji (2022). The Impact of a
Custom-Made Vocabulary Application on the Vocabulary Recognition of Iranian EFL Learners, JLTS

15. Mehrnoosh Abdollahzadeh, Hamed Barjesteh*, Reza Biria (2022). The Impact of Teaching Through ENGAGE Model on L2
Speaking of Iranian EFL Learners. Journal of Language Horizons, 5(2)

16. Mohsen Zare, Hamed Barjesteh*, Reza Biria (2021). Enhancing EFL Learners’ Reading Comprehension Skill through Critical
Thinking-Oriented Dynamic Assessment: Teaching English Language Journal.15 ( 1), 189-214

17. Mehrnoosh Abdollahzadeh1, Hamed Barjesteh*2, Reza Biria3 (2021). The Impact of Teaching Through ENGAGE Model on
L2 Speaking of Iranian EFL Learners. Journal of Language Horizons, Alzahra University: 5( 2) 

18. Mohsen Zare, M., & Barjasteh, H. (2021). The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian
EFL Learners’ Learning Potential: A Study of Reading Comprehension Skill. Journal of Teaching Language Skills
193-227 ,(2)40  (JTLS(

19. Simindokht Khorambin, Hamed Barjesteh*, Shaghayegh Shirzad (2021). The Relationship between Shyness and
Young Language Learners’ Language Achievement: Quarterly Journal of Sociological Studies of Youth . 
12 (41), 23-40

20. Afsaneh Alijani Tori1, Hamed Barjesteh2, Reza Biria (2021). Effect of Bias Tasks through Cooperative Learning on
EFL Learners’ Reading Comprehension Achievement: Gender in focus. Iranian Journal of Educational Sociology 4(3)

21. Mehrnoosh Abdollahzadeh1 Hamed Barjesteh*2Reza Biria3 (2021). The Impact of Teaching Through ENGAGE
Model on L2 Speaking of Iranian EFL Learners. Journal of Language Horizons, 5(2)

22. Zare1, M., & Hamed Barjasteh, H. (2021). The Effect of Critical Thinking-Oriented Dynamic Assessment on Iranian
EFL Learners’ Learning Potential: A Study of Reading Comprehension Skill. Journal of Teaching Language Skills
40(2), 193-227DOI:10.22099/jtls.2021.39475.2935

23. Mohsen Zare, Hamed Barjesteh1, Reza Biria (2021). Enhancing EFL Learners’ Reading Comprehension Skill through
Critical Thinking-Oriented Dynamic Assessment. Teaching English Language Journal 15(1) 189-214

24. Simindokht Khorambin, Hamed Barjesteh*, Shaghayegh Shirzad (2021). The Relationship between Shyness and
Young Language Learners’ Language Achievement: The Relationship between Shyness and Young Language
Learners’ Language Achievement

25. Shirzad, Sh., Barjesteh, H., Dehqan, M. & Mahboubeh, Z. (2020). The Interplay among EFL Students’ Epistemic
Beliefs, Language Learning Strategies, and L2 Motivational Self-System: A Structural Equation Modeling Approach.
Journal of Modern Research in English Language Studies, 8(1)169-195.

26. Barjesteh, H., Niknezhad, F. (2020). Fostering Critical Writing through Dialogic Teaching: A Critical Thinking
Practice among Teachers and Students. Iranian Journal of English for Academic Purposes, 9(1). ELmi Pazhoheshi
vezatatein

27. Barjesteh, H., Movafagh, E. , & Modaberi, A. (2020). Margaret Cargill and Sally Burgess (Eds.), Publishing Research
in English as an Additional Language: Practices, Pathways and Potentials. Journal of Language & Education,
6(2)190-192. ISI

28. Barjesteh, H., Movafagh, E. , & Modaberi, A. (2020). COVID-19’s impact on digitalization of education: incorporating
visual vocabulary learning application to foster vocabulary knowledge. Asian education and Development studies. ISI

29. Barjesteh, H., & Alinia, S. (2019). The Comparative Effects of L1 Equivalent versus Contextualized Vocabulary
Instruction: EFL Learners’ Vocabulary Retention in Focus. The Asian Journal of English Language & Pedagogy, 7(1),
38-48.

30. Vaziri, A., & Barjesteh, H. (2019). The Relationship between teaching reading strategies to hotel staff and its effects
on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. Journal of Tourism &
Hospitality Research Islamic Azad University, Garmsar Branch

31. Barjesteh, H., & Manoochehzadeh, M. (2019). Exploring the Interplay between Iranian EFL Teachers’ Perceptions of
Research and their Academic Degrees. Language Teaching Research Quarterly, 13, 1–17.

32. Ahmadi livani , F., & Barjesteh, H. (2018). Book review: teaching English to speakers of other language: an
introduction. International journal of research in English education, 3(4), 81-84.

33. Barjesteh, H., Farsi, L. (2018). Investigating the Interplay between Age Range and Vocabulary Learning among EFL
Learners. Theory and Practice in Language Studies,8, (2)238-243. DOI: http://dx.doi.org/ 10.17507/ tpls.0802.09

34. Alijani. A., & Barjesteh, H. (2018). The Impact of Using L1 for Teaching Grammar among Iranian EFL Learners.
English Literature and Language Review, 4(3), 26-31.

35. Alijani. A., & Barjesteh, H. (2018). The Impact of Using L1 for Teaching Grammar among Iranian EFL Learners.
English Literature and Language Review, 4(3), 26-31.

36. Abaspour, F., & Barjesteh, H. (2018). The effect of monologue memorization tasks on Iranian EFL learners’ fluency.
International Journal of Research Studies in Education, 7(4), 15-26

37. Barjesteh, H., Asadpour, S. A., & Manochehrzadeh, M. (2018). The Relationship between Iranian EFL Teachers’
Creativity and Time Management Skills. International Journal of Applied Linguistics & English Literature, 7(2), 207-
2013. http://dx.doi.org/ 10.7575/aiac. ijalel.v.7n.2p.207

38. Barjesteh, H., & Harare, S. (2017). A Comparative study of Young Learners in their Willingness to Communicate from
Socio-cultural Perspective. Sociological Studies of Youth Journal, 7 (23), 19-34.

39. Alijani, A., & Barjesteh, H. (2017). Book Review: The Mind Body Problem. Advances in English Language Teaching,
5(1), 11-12

40. Dehqan, M., Barjesteh, H., & Faraji, M. (2017). Coming to Terms with Technology: Iranian High School Teachers’
Perceived Barriers and Proposed Solutions. Teaching English Language, 11(2), 77-101.

46. Talatifard, S. & Barjesteh, H. (2017). Book Review: Second language teacher education: A sociocultural perspective.
Journal of Applied Linguistics and Language Research, 4 (6), 309-312

47. Abaspour, F., & Barjesteh, H. (2018). The effect of monologue memorization tasks on Iranian EFL learners’ fluency.
International Journal of Research Studies in Education, 7(4), 15-26

48. Barjesteh, H. (2017). Navigating the Hindrances arising at Macro and Micro- level from practicality of Transformative
Pedagogy. The Journal of English language pedagogy and practice, 10(20), 29-49.

49. Safari Kumleh, F., & Barjeteh, H. (2017) The Effect of Metacognitive Listening Instruction on EFL Young Language
Learners’ Acquisition of Simple Past Tense. Journal of Applied Linguistics and Language Research. 4 (5), 1-19.

50. Zare Toofan, Z., & Batjesteh, H. (2017). Book review: Advancing quantitative methods in second language research.
Journal of Applied Linguistics and Language Research, 4(5), 254-263.ances in English Language Te

51. Saboukroh, M. & Barjesteh, H. (2016). A microanalysis of hindrances in writing at high schools: Looking through the
lens EFL teachers and learners. Modern Journal of Language Teaching Methods, 6(6)381-392. ISI

52. Barjesteh, H., Vaseghi, R., Yousefi Azarfam., A. (2016). Exploring Parental Motivations, Attitudes, and Home Literacy
Practices Towards Bilingualism. The Journal of Applied Linguistics, 9 (18), 99-117. Elmipazhoheshi

53. Barjesteh, H., Kotamjani, S., & Vaseghi, R. (2016). Effects of Critical Thinking Strategies: Seeking Self-Efficacy in
Vocabulary Performance and Oral Proficiency in Lower-Intermediate Iranian Learners. Iranian Journal of Social
Sciences and Humanities Research 4(4), 1-8.

54. Mortazavi, M. A., Barjesteh, H. (2016). Exploring EFL Learners’ Preferences, Perceived Needs, and Perceptions about
Language Learning Strategies. Journal of Language Teaching and Research, 7(6), 1128-1135. DOI:
http://dx.doi.org/10.17507/jltr.0706.10. ISC

55. Mozafari, A., & Barjesteh, H. (2016). Utilizing Reflective Journal to Raise Critical Language Awareness: A Critical
Literacy Practice in a Reading Classroom. Modern Journal of Language Teaching Methods, 6(6)109-118.

56. Mozafari, A., & Barjesteh, H. (2016). Enhancing Literary Competence Through Critical Oriented Reading Strategies.
International Journal of Applied Linguistics & English Literature, 5(7), 168-177. Doi: 0.7575/aiac.ijalel.v.5n.7p.168

57. Bakhshi, M., & Barjesteh, H. (2016). The Effects of Levels of Spiritual Intelligence on the Performance of EFL Learners
Reading Comprehension. Modern Journal of Language Teaching Methods, 6(7)25-33.

58. Barjesteh, H. Nasrololahi, A., Esmaili, M. R. (2016). Incorporating Principles of CP in an ESP writing classroom:
Exploring writing Quality and Learners’ Attitudes. Modern Journal of Language Teaching Methods, 6(7)17-23.

59. Nasrololahi, A., Barjesteh, H.,& Esmaili, M. R. (2016). The efficacy of English Diary Writing on ESP Learners’ Writing
Fluency and Intrinsic Motivation. Modern Journal of Language Teaching Methods, 6(7)33-41.

60. Yamini, A. & Barjesteh, H. (2016). EFL Teachers’ and Students’ Attitudes Toward Localized Materials: Looking through
the lens of WTC in Iran. International Journal of Research in Linguistics, Language Teaching and Testing, 1(2), 51-59.

61. Farsi, L. The Effect of Reformulation Task Types on Grammatical Accuracy of EFFL Learners Writing Performance.
International Journal of Research in Linguistics, Language Teaching and Testing, 1(2), 34-44.

62. Mahbobeh, J. & Barjesteh, H. (2016). The Effect of Preemptive Focus on Form Instruction on ESP Learners’ Vocabulary
Knowledge across Different Proficiency Level. International Journal of Modern Language Teaching and Learning1(2),
36-43.

63. Alijani, A. & Barjesteh, H. (2016). The Impact of Collaborative Reflective Journals on Writing Fluency of Iranian EFL
Learners. Journal of Modern Language Teaching and Learning1(2), 44-53.

64. Rahimi, M., Barjesteh, H., & Dehqan, M. (2016). Teaching E-content based Pre-Reading Strategies to Iranian ThiordGrade High School EFL Learners. International Journal of Language and Applied Linguistics, 2(1), 1-19.

65. Delmasalehi, A., Barjesteh, H., & Vaseghi, R. (2015). Anchoring effects of English vocabulary Instruction: The case of
Pre-University Students. Advances in Language and Literacy Studies, 6(3), 138-143. Doi: 10.7575/aiac.alls.v.6n.3p.138

66. Barjesteh, H., & Birjandi, P. (2015). Toward postulating a transformative L2 materials preparation (TLMP) model in
Iranian universities. Indian Journal of Fundamental and Applied Life Science, 5 (S2), 1016-1027

67. Barjesteh, H., Nasrollahi, A., & Esmaili, M. R. (2014). Reformulating short stories through the lens of critical
pedagogy: a critical literacy practice in essay-writing classrooms. International Journal of Language Learning and
Applied Linguistics World, 7(3), 531-542

68. Esmaili, M. R. & Barjesteh, H. (2014). Alternative assessment: Using think-aloud in testing EFL reading
comprehension. International journal of current life sciences 4(11), 9043-9048

69. Barjesteh, H., Mukandun, J., & Vaseghi, R. (2014). A synthesis of language learning strategies: Current issue,
problems and claims made in learner strategy research. Advances in Language and Literacy Studies, 5(6), 68-74. Doi:
107575/aiac.v5n.6p.68

70. Vaseghi, R., Mukandun, J., & Barjesteh, H. (2014). Diary writing: A tool to enhance second language writing. The
Social Sciences, 9(2), 124-128.

71. Barjesteh, H., & Alipour, B. (2013). The effects of teachers’ written feedback on the improvement of Iranian EFL
learners’ writing ability. Indian Journal of Fundamental and Applied Life Sciences, 3(4), 347-357.

72. Esmaili, M. R., & Barjesteh, H. (2013). The relationship between Iranian EFL teachers’ awareness of critical pedagogy
and their professional success. Indian Journal of Fundamental and Applied Life Sciences, 3(2), 259-267.

73. Nasrollahi, A., & Barjesteh, H. (2013). Iranian Students’ self-efficacy and their language achievements. Theory and
Practice in Language Study, 3(10), 1837-1843

74. Barjesteh, H., Alipour, B., & Vaseghi, R. (2013). Critical pedagogy: improving Iranian EFL learner’s reading
comprehension ability through cp strategies. Indian Journal of Fundamental and Applied Life Sciences 3 (3), 335-341.

75. Barjesteh, H., & Niknezhad. F. (2013). A paradigm shift toward a new philosophy of assessment: dynamic assessment
from a critical perspective. Indian Journal of Fundamental and Applied Life Sciences 3 (3), 526-535.

76. Barjesteh, H., & Shakeri. F. (2013). Considering the issues of language for specific purposes at Iranian university: Its
genesis/problems and suggestions. Indian Journal of Fundamental and Applied Life Sciences 3 (3), 540-552

77. Vaseghi, R., Barjesteh, H., & Shakib, S. (2013). Learning style preferences of Iranian EFL High school students.
International Journal of Applied Linguistics & English Literature. 2(4), 84-88. (EBESCO & ISC INDEXED)

78. Barjesteh, H., & Vaseghi, H. (2012). Language awareness within the context of changing perspectives on grammar
pedagogy. 6(2), 1-7. Leksika 6(2), 1-7.

79. Barjesteh, H. (2012). The Effect of Critical Thinking Strategy Training on Male and Female EFL Learners’ Reading
Comprehension. Journal of English Language Teaching Canadian Center for Science and Education 5(1), 140-145.
(Scopus indexed). (Coauthored with Vaseghi, R., & Pourshahian, B.

80. Barjesteh, H. (2012). Acculturation Model for L2 Acquisition: Review and Evaluation. Advanced in Asian social
Science 2(4), 579-584.. (Coauthored with Vaseghi, R.).

81. Barjesteh, H. (2012). Gender Differences in the Employment of Various Stereotypes on Iranian English Weblogs. The
Journal of Language India 6 (12). (EBESCO & DOAJ Indexed)). (Coauthored with Vaseghi, R., &Hashemi, H.,
Pourshahian, B.

82. Barjesteh, H. (2012). Critical Thinking: An Influential Factor in Developing English reading Comprehension
Performance. Advances in Asian Social Science, 12(1), 401-409. (Coauthored with Vaseghi, R. and Gholami, R.).

83. Barjesteh, H. (2012). Iranian EFL Learners’ Willingness to Communicate Across Different Context- and ReceiverTypes. International Journal of English Linguistics, 2 (1), 47-54. (EBESCO & DOAJ Indexed)). (Coauthored with
Vaseghi, R. and Neissi, S.)

84. Barjesteh, H. (2012). Critical thinking: A Reading Strategy in Developing English Reading Comprehension
Performance. Seikhbahaee EFL Journal 1(2), 21-33.

85. Barjesteh, H. (2010). Success With English: Three who Achieved It and What Worked For Them. Leksika, 4 (1), 1.
(Coauthored with & Khatibi, M. B.).

86. Barjesteh, H. (2009). Language learning strategies: a contrastive study of Iranian EFL learners’ and teachers’
perceptions, Leksika, 3(2),57-68.(Coauthored with & Khatibi, M. B.).